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The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based model of instruction implemented by a facilitator (e.g., general or special education teacher, family member, related service professional, transition professional) to enable students to learn to self-regulate problem solving in service to a goal. Students learn how to select personally relevant goals, develop action plans for achieving those goals, and self-monitor and self-evaluate progress toward achieving those goals. To scale-up the implementation of the SDLMI with fidelity by facilitators, there is a need for a systematic coaching model. Researchers have established coaching as a critical aspect of the implementation of evidence-based practices at scale and as a part of ongoing professional development. The purpose of this article is to describe steps taken to develop a systematic coaching model to support the implementation of the SDLMI. We will describe components of the SDLMI Coaching Model and the process through which they were derived from the coaching literature and data gathered during SDLMI research studies. We will conclude with implications for the implementation of the SDLMI Coaching Model at scale while maintaining a focus on individual students' support needs. [This article was published in "Education and Training in Autism and Developmental Disabilities" (EJ1245828).]

This study explored elementary school teachers' expectations of student behavior in terms of teachers' demographic characteristics as well as level (primary vs. intermediate vs. combined) and program type (general vs. special educator). Teachers identified which social skills they viewed as critical for success in their classrooms. Results showed that primary and intermediate teachers view skills in the areas of self-control and cooperation as equally important for success and perceive assertion skills as substantially less important. General and special educators placed similar value on the importance of assertion and self-control skills, but general educators viewed cooperation skills as more essential for success than did special educators. Implications for prereferral intervention and service delivery for special education students are discussed.

Schools are increasingly exploring the implementation of multitiered systems of support. This article reviews the literature pertaining to efforts to promote self-determination to provide initial direction as to how interventions and supports to promote self-determination could be implemented within a tiered framework. The intent is to provide direction to the field on how such an approach can engage "all" students--including students with and without disabilities--in their learning across the lifespan to promote positive school and postschool outcomes. Specifically, we review interventions and supports that have been described in the literature pertaining to self-determination, organizing our review and analysis around the traditional three-tier approach. Implications for future research and development to promote the universal applicability of self-determination are discussed.

In this study, we examined the contribution of the extinction procedure in function-based interventions implemented in the general education classrooms of three at-risk elementary-aged students. Function-based interventions included antecedent adjustments, reinforcement procedures, and function-matched extinction procedures. Using a combined ABC and reversal phase design (A-B-A-B-C-B), a functional relation between the full intervention and dramatically improved levels of on-task behavior were clearly established. On removal of the extinction procedure, on-task behavior rapidly dropped to lower levels. Reinstatement of the full intervention occurred following the partial intervention condition. In every case, on-task levels rapidly improved. Using the "Intervention Rating Profile-15" and "Children's Intervention Rating Profile," acceptability ratings were highest for full intervention. Limitations and implications for further research are presented. (Contains 3 figures and 3 tables.)

Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a professional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention components, describes the SEALS professional development training and consultation framework, reviews preliminary findings of the impact of SEALS in rural school settings in the United States, and discusses research needs and future directions regarding the use of the SEALS model. (Contains 3 figures.)

Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how information on the social functions of aggressive and disruptive behavior may help to guide function-based interventions to prevent the involvement of students with disabilities in antisocial behavior. The conceptual foundations of a functional perspective of problem behavior are reviewed along with empirical research on the social factors and processes that contribute to the development and maintenance of antisocial patterns. From this background, the social problems that may occur among students with disabilities are examined as potential risk factors for involvement in antisocial behavior and implications for assessment and intervention are considered from a social functions perspective. (Contains 1 table and 1 figure.)

Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research. (Contains 4 tables.)

This study examined the efficacy of a paraprofessional-led supplemental early intervention for first-grade students with poor early literacy skills and behavioral concerns. The goal was to determine if (a) the relatively brief intervention was effective in improving phonological skills, and (b) improvements in academic skills would be accompanied by behavioral and social improvements. The results indicated that the students in the treatment condition experienced significant, lasting increases in phonological awareness and moderate improvement in word attack skills. However, significant collateral effects on social and behavioral performance were not observed. Limitations and directions for future investigation are offered.

This paper examines two illustrations of teacher-led function-based interventions to explore the extent to which teachers are able to design and implement function-based interventions with limited support from university personnel. Results of these A-B-A-B intervention designs suggest a functional relation between the introduction of the interventions and the corresponding changes in student behaviors for both examples. Further, all parties rated the intervention process favorably. Limitations and future directions are discussed. (Contains 1 table and 2 figures.)

This study explored teachers' (N = 717) expectations of student behavior along school level (elementary vs. middle vs. high), program type (general vs. special education), and school type (high risk vs. low risk). Results indicated that all elementary and middle school teachers shared similar views regarding the importance of self-control skills, whereas high school special education teachers viewed self-control skills as significantly more important than did high school general education teachers. High school teachers rated assertion skills as significantly less important relative to elementary or middle school teachers. Results also indicated that teachers at high-risk schools viewed self-control and assertion skills as more critical for success than did teachers at low-risk schools. (Contains 5 tables.)

This study examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD) from the perspectives of special educators, parents, and the students themselves. Differences in self-determination ratings were associated with both disability group and respondent. Specifically, adolescents with ED were found to have lower ratings of self-determination than students with LD, with the most pronounced differences evident from the teacher perspective. Furthermore, students with ED identified infrequent opportunities at school and home for engaging in self determined behavior, whereas educators and parents differed in their assessments of opportunities in each setting. Implications regarding increasing the self-determination skills and opportunities of adolescents with disabilities are discussed. (Contains 2 tables.)

In this article, we examine similarities and differences in the academic, social, and behavioral skills of high school students with emotional disturbances (ED) and learning disabilities (LD). Two groups of high school students with ED (n = 45) and LD (n = 49) were compared on nine measures in academic, behavioral, and social domains using multivariate procedures. Results indicated that there were significant differences in the characteristics of these students, with seven of the original nine variables differentiating group membership. In general, adolescent students with LD exhibited higher levels of social competence and lower levels of behavioral problems as compared to adolescent students with ED. Findings also revealed that a substantial percentage of the variance (50%) between adolescents with ED and adolescents with LD could be explained. Furthermore, the variables in this model differentiated between these two groups, with 78.57% of students with ED and 78.95% of students with LD being correctly classified. Limitations of the study are discussed and directions for future research are offered.

Although the task of intervening with transition-age youth with emotional and behavioral disorders (EBD) may be daunting, this area of inquiry is sorely needed. In this introductory article, the authors discuss the scarcity of available research involving students with EBD at the secondary level and the importance of meeting these students' educational needs to promote success during and beyond high school and overview the focus of this special series on secondary school-age youth with or at risk for emotional and behavioral disorders.

Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of hyperactivity-impulsivity-inattention and conduct problems (HIA + CP) have been shown to be at greater risk for negative social, behavioral, and legal outcomes than children with HIA-only or CP-only behavior patterns. This investigation explored the degree to which academic, social, and behavioral characteristics in Grade 4 could differentiate sixth-grade students with HIA + CP (n = 61), HIA-only (n = 29), and CP-only (n = 14). Results showed that the HIA-only group had higher academic achievement in Grade 4 as measured by teacher judgments and standardized tests than the HIA + CP and CP-only groups. By Grade 6, the HIA-only and HIA + CP groups showed lower academic competence than the CP-only group suggesting that by sixth grade, children having HIA alone or in combination with conduct problems are at greater risk for academic failure. Additionally, HIA + CP and CP-only groups had poorer social skills than the HIA-only group. Consistent with past research, students in the three risk groups showed no difficulties in either academic or social self-concept. Early screening and identification methods using a multiple-gating model were recommended as a means of proactive approaches to intervention design and prevention. (Contains 3 tables.)

Little attention has been dedicated to monitoring the educational progress of students with EBD receiving services in restrictive settings, using empirically validated tools and procedures. This study compared the progress of students with EBD receiving special education services in either a self-contained school or self-contained classrooms to determine if these students were benefiting from placement in their respective settings. Progress was assessed using behavior rating scales, standardized measures, curriculum-based measures, and school record data. Results revealed limited academic improvement in either setting with no significant differences between groups on any of the standardized or curriculum-based measures, with the exception of written expression. In addition, there was limited progress in the behavioral and social domains. There were no significant differences in the progress of students in either setting in social skills, externalizing behavior, and disciplinary contacts. However, the internalizing behaviors were able to differentiate between groups. Implications of these findings were discussed in light of the limitations and directions for future research were offered. (Contains 2 tables.)

It is assumed that students with EBD who have more severe deficits in academic, behavior, and/or social domains are placed in more restrictive settings. However, this assumption has not been empirically tested. This study compared students educated in self-contained classrooms to students educated in a self-contained school to determine if the academic, behavioral, and social deficits of students educated in the more restrictive setting actually have greater deficits. Results indicated that students educated in self-contained classrooms had higher academic skills than students educated in a self-contained school as measured by standardized and curriculum-based measures. However, teacher report data did not support these findings. Although there were some behavioral differences in students educated in these two settings, there were no differences in social skills, which were also assessed using teacher reports. Collectively, these variables explained a substantial amount of the difference (43% of the variance) between the students educated in these two settings. Limitations and directions for future research are offered. (Contains 2 tables.)

The purpose of this study was to examine the effects of a comprehensive reading program using the Scott Foresman Reading program (Foresman, 2000), supplemented with Torgeson and Bryant's (1994) Phonological Awareness Training for Reading (PATR) program in a general education classroom with four kindergarten special education students identified as having emotional/behavioral disorders (EBD). Following the implementation of the Scott Foresman curriculum by classroom teachers, university-trained research assistants implemented the PATR program. A multiple baseline design was used to evaluate the impact of the supplemental program on the reading performance of the participants. Academic measures included assessment of nonsense-word fluency, letter naming, and initial-sound fluency. Moderate, albeit inconsistent, improvements in reading skills were shown for the participating students. Implications for classroom practice and future directions for this line of research will be discussed. (Contains 2 tables and 3 figures.)

This study explores 354 elementary teachers' views of the interventions generated by prereferral intervention teams and examines teachers' perceptions about receiving direct assistance in implementing the proposed interventions. Results, which parallel earlier findings, suggest that teachers largely refer students to the prereferral intervention team for academic concerns with particular emphasis on reading and writing skills. Although behavioral concerns received substantially lower mean scores, attention concerns were the most pressing behavioral concern with little attention devoted to anxiety and withdrawal concerns. Interventions recommended by the prereferral intervention teams (N = 799) largely addressed academic issues and called for implementation by teachers and other school professionals during the course of the school day. Findings suggest that teachers are generally more satisfied with the goals and procedures of the interventions posed by the prereferral intervention team and are less satisfied with student outcomes. Further, teachers' perceptions may vary, although not significantly, based on prior exposure to more direct features such as demonstrations and follow-up support. Educational implications and future directions are presented.

This study examined the effects of increasing task difficulty when inadequately challenging tasks are assigned. Jason, a 10-year-old, typically developing Caucasian boy, attended a fourth-grade general education classroom at a public elementary school. During independent academic assignments in math and reading, Jason often talked with other students, kicked his seat or the one in front of him, or wandered around the classroom. His teacher considered these behaviors to be very disruptive. The study was conducted in two phases. In Phase 1, a functional behavioral assessment identified that Jason's problem behaviors (a) occurred when he had completed his assignment and (b) resulted in his gaining access to preferred activities. In Phase 2, a function-based intervention (providing more challenging academic assignments) resulted in improvements in Jason's behavior. Both Jason and his teacher gave the intervention very positive acceptability ratings. (Contains 2 figures.)

In this article, the authors introduce the construct of treatment integrity and illustrate the importance of treatment integrity as it relates to school-based intervention. Specifically, the authors address the following questions: What is treatment integrity? Why is it important to assess treatment integrity? How can treatment integrity be assessed? and What factors influence treatment integrity? Finally, the authors offer school personnel examples of ways to realistically assess treatment integrity at the classroom level. (Contains 3 figures.)

A study examined the effectiveness of a 10-week social skills instruction program for seven students (ages 8-9) at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Results indicated lasting decreases in both disruptive behaviors in the classroom and negative social interactions on the playground. (Contains references.) (Author/CR)

This article describes a school-wide system of early identification and intervention for children recognized as being at risk for learning and behavior difficulties. Suggested guidelines for implementing such a program include: evaluating existing theory, knowledge, and practice; providing ongoing professional development; creating a school-wide system of progressive intervention; involving families; evaluating treatment integrity; and monitoring student progress. (Contains references.) (DB)

This introductory article to this special issue considers four reasons why there has been little research on the academic needs of students with emotional and behavioral disorders: (1) student behavior interferes with instruction; (2) students influence teacher behavior; (3) lack of teacher preparation; and (4) lack of research. (Contains references.) (Author/DB)

This study examined the effectiveness of a modified and comprehensive version of the "Open Court Reading Curriculum" with two groups of children with emotional and/or behavior disorders. Results showed moderate gains in reading achievement but no changes in observed problem behaviors. (Contains references.) (Author/DB)

A study examined the effectiveness of a supplemental early literacy program for 7 first-graders at-risk for antisocial behavior who were unresponsive to a school-wide intervention. Despite initial variability in decoding skills and problem behaviors, all students made growth in word attack skills and demonstrated lower levels of disruptive behavior. (Contains references.) (Author/CR)

This article presents the preliminary findings of a school-based primary intervention, containing both literacy and behavioral components, for at-risk elementary students. Results suggest that all students, regardless of risk status, improved in reading, but significant changes in risk status were not evident. (Contains references.) (Author/DB)

This study examined the effectiveness of a phonological awareness reading intervention with seven first-graders at risk for conduct and attention problems. Findings support the efficacy of the program but suggest the intervention may not have been of sufficient intensity and duration to produce lasting changes and produce beginning reading skill acquisition at a rate commensurate with normally achieving peers. (Contains references.) (Author/DB)

Three groups of fifth graders (total n=104) classified as either at-risk and with anti-social behavior/hyperactivity, at-risk only, or controls were contrasted on protective and risk factors from third-grade using multivariate analyses. Seven of eight variables were found to predict group membership including protective factors (e.g., academic and social skills) and risk factors (disciplinary contacts and critical events). (Contains references.) (DB)

Results of a study indicate that of 37 students who met the criteria for hyperactivity-impulsivity-inattention and conduct problems in third grade, 13 continued to meet the criteria in fifth grade. Students who remained stable, who improved, or who became worse differed significantly on key risk and protective variables. (Contains references.) (Author/CR)

Third-grade children with high or low social and academic self-concepts that were either consistent with or discrepant from external indices of social and academic competence were contrasted on a variety of measures using multiple assessment methods. Findings suggest the relation between self-concept and adjustment might be explained by the consistency or discrepancy between self and external appraisals. (Author/MKA)

Three groups of third-grade students classified as either Externals (n=30), Internalizers (n=55), or Controls (n=96) were contrasted on 19 measures in social and academic domains. Results indicate large differences between externalizing and internalizing groups compared with controls; however, both externalizing and internalizing groups had adequate academic self-concepts and social self-concepts. (Author/CR)

Scores from the Child Behavior Checklist and the Client Development Evaluation Report for 67 children and adolescents with mental retardation were examined to evaluate the factorial validity of the instruments. Results found that both instruments were successful in measuring maladaptive behaviors and both yielded two-dimensional representations of problem behaviors. (Author/CR)

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based model of instruction implemented by a facilitator (e.g., general or special education teacher, family member, related service professional, transition professional) to enable students to learn to self-regulate problem solving in service to a goal. Students learn how to select personally relevant goals, develop action plans for achieving those goals, and self-monitor and self-evaluate progress toward achieving those goals. To scale-up the implementation of the SDLMI with fidelity by facilitators, there is a need for a systematic coaching model. Researchers have established coaching as a critical aspect of the implementation of evidence-based practices at scale and as a part of ongoing professional development. The purpose of this article is to describe steps taken to develop a systematic coaching model to support the implementation of the SDLMI. We will describe components of the SDLMI Coaching Model and the process through which they were derived from the coaching literature and data gathered during SDLMI research studies. We will conclude with implications for the implementation of the SDLMI Coaching Model at scale while maintaining a focus on individual students' support needs. [ABSTRACT FROM AUTHOR]